Ditch That Curriculum
In the book, there is a QR code (page 199) that leads to an article called “10 Ways Google’s Philosophy Can Guide Teachers.” Cite two statements from this article that you either agree or disagree with. Explain.
http://ditchthattextbook.com/2014/12/15/10-ways-googles-philosophy-can-guide-teachers/
Two statements from the “10 Ways Google’s Philosophy Can Guide Teachers” article that stood out to me were #9: “You can be serious without a suit” and #10: “Great just isn’t good enough.” I completely agree with #9 because it reinforces the idea that professionalism isn’t about what we wear, it’s about how we show up for students. Educators don’t need to fit a rigid mold to be effective; we can be approachable, authentic, and warm while still maintaining high expectations and strong classroom management. I also resonate with #10, which pushes the idea that excellence is ongoing. In teaching, “great” is never the finish line because our students’ needs are constantly evolving. This philosophy encourages us to continue refining our practices, trying innovative approaches, and seeking feedback so we don’t become stagnant. Together, these principles highlight that teaching is both deeply human and continually developing, inviting us to balance authenticity with lifelong growth.
ReplyDelete#9 "You can be serious without a suit." There is a time and a place for being serious in the classroom. But, some of the best learning days happen with students are out of their seats collaborating and creating with others.
ReplyDelete#10 "Great just isn't good enough." I think it is important as an educator to constantly evaluate and perfect what I am doing in the classroom. I am always looking for new ways to present a concept to students and new activities to incorporate in my classroom. We need to continually refine what we are doing in our classrooms.
I like statement #9 "You can be serious without a suit." Just a few years ago, my district sent out a poll to teachers asking about a small change the district could do that would actually equate to a pretty large change overall. The overwhelming answer was "LET US WEAR JEANS!" I teach middle school kids- I am rarely on the floor but the elementary teachers are there a lot. They informed the school board of how difficult it is to be on the floor while wearing dresses and skirts. Other teachers agreed that comfort is an important factor. Eventually, the district allowed jeans. I don't think any of us seem an less professional or less serious without our stiff "suits".
ReplyDeleteI also liked, "Do one thing really well." There are some standards that I teach and I think to myself, "Ugh, I hate teaching that standard" sometimes I feel overwhelmed about how I am going to generate interest if I'm not that interested. I also however look at some standards and think, "Yes! I love teaching that!" Just because some of my lessons are bit more blah doesn't mean that I can't make other areas pop!
Agree: “It’s best to do one thing really, really well.” All students have strengths and weaknesses. Students can use their strengths to outweigh their weaknesses.
ReplyDeleteDisagree:
“Fast is better than slow”. In the classroom, I would rather have students go slow than fast. When students are going fast, they are rushing through the task or the learning and they are missing out on key points. Going fast is better than slow is not a good skill for students to learn.
“It’s best to do one thing really, really well” I disagree with this statement. I think its important to have some things to lean on heavily, but to lean ONLY on one thing as a teacher would be detrimental. Classes would be redundant and likely boring. Branch out. Add strengths slowly but steadily.
ReplyDelete“There’s always more information out there” I agree with this one. I also use this a lot in my American History survey course. We don't get very deep into any single subject. Thats the nature of the curriculum. I hope I spark some interests and they go looking for more information. Sometimes I may even give them places to go looking!
Focus on the user and all else will follow. I think that this can be a great tool in the classroom - I was having a hard time with a student the other day, and I made time to have an extra conversation with them and it turned our day around. If we focus on our students and meeting their needs things go smoothly.
ReplyDeleteThere’s always more information out there. I think this is true. Our world is so saturated with information, and people are always making new discoveries, compiling information and drawing new conclusions. There is always something new to learn- exploring this ourselves can show our students that learning is a life long process.
From an ECSE perspective, I chose the following two statements:
ReplyDelete2. “It’s best to do one thing really, really well.” — I partially agree with this idea. As educators, we often don’t have the luxury of focusing on just one thing; we juggle many responsibilities, from teaching and planning to collaborating with families and specialists. However, recognizing our strengths and leaning into them allows us to have the greatest impact on our students. For example, if one of my strengths is building relationships with students and families, I can use that to create a strong foundation for learning, even if other areas feel more challenging.
3. “Fast is better than slow.” — I agree with this statement in principle but also see limitations, especially in ECSE. Moving quickly can be beneficial when trying new teaching strategies or introducing activities that enhance student engagement, because waiting for “perfection” can prevent innovation. However, rushing can also leave students confused or uncomfortable, particularly in classrooms with young children who need predictable routines and a sense of safety. The key is balancing speed with careful observation and reflection—prototype, try, refine, and adapt—just as Google does. This allows progress without compromising student well-being.
1. “Focus on the user and all else will follow”
ReplyDeleteAgree. I have never had 2 classes or kids that same. Basically that means every kid and every class will learn or act differently. It is our job as educators to learn about our students and classes and then help them learn in the way that best suits them. It doesn't mean we present the lesson 10 different ways, it just means we tailor it to our students needs.
2. “It’s best to do one thing really, really well”
Agree - Find what your good at as an educator and be great at it. Technology isn't for everyone. I know our math teacher here does not use technolgoy to enhance his curriculum but he is still one of the best math teachers I have ever seen. He is really good at explaining things to the kids and makes it make sense to them. He knows what he is good at and he repeats it.
One statement I agree with is “You can be serious without a suit.” This idea resonates because it reminds me that learning doesn’t have to be rigid or formal to be meaningful. Students thrive in classrooms that are creative, playful, and engaging, where mistakes are seen as part of the process rather than failures. Embracing fun and flexibility allows students to explore ideas more freely and fosters a positive learning environment.
ReplyDeleteAnother philosophy I agree with is “Great just isn’t good enough.” I connect with this in teaching because it encourages continual improvement. As a teacher, I always strive to refine lessons, projects, and classroom experiences so students can achieve their full potential. Lifelong learning is something that I think is really important in education and coaching, just like we preach to our students we should always strive for improvement. This mindset pushes me to innovate, incorporate new strategies, and constantly evaluate what’s working for my students, instead of settling for “good enough” just because it’s easier.
I agree with the first statement, "Focus on the user and all else will follow." As a teacher I feel that I need to adjust to each new class. Every year there are new dynamics, interests and learning styles in my room. I feel that if I would just do that same think year after year, I would not be meeting my students needs.
ReplyDeleteI also agree with the statement, "You can be serious without a suit." I feel that being a professional is than what you wear. I also feel that when kids see me dress more like them that they don't see me as someone better than them. A person does not get respect just by what they wear, but by how they treat and interact with people.
I agree with “It’s best to do one thing really, really well” Start with one thing and do it well, then move on to another. Do not take on too much at the same time. Being overwhelmed will not create progress.
ReplyDeleteI also agree with “You don’t need to be at your desk to need an answer” in the sense that learning doesn’t have to be just sitting at your desk. You can learn and seek answers anywhere.
In the book, there is a QR code (page 199) that leads to an article called “10 Ways Google’s Philosophy Can Guide Teachers.” Cite two statements from this article that you either agree or disagree with. Explain.
ReplyDeleteOne statement that I agree with is that students should have more voice and choice in their learning. Doing so increases student engagement. They are more likely to care about what they are doing which will increase their learning. Our textbook highlight the importance of developing student autonomy due to its benefits for students, such as increased intrinsic motivation, better problem solving, etc.
I also agree with the statement that schools should be willing to try new ideas and not be afraid of change. We can't keep doing the same thing, the same way or we will get stuck in the past. The world is constantly changing and education needs to be changing with it. Schools need to be preparing students for the future - which means experimenting with new methods/techniques/etc.
I actually found quite a few with which I agree!
ReplyDelete5. “You don’t need to be at your desk to need an answer” — Students don’t need to be in classes to need an answer. These days more than ever, we need students who are lifelong learners who have the skills necessary to find answers to their questions.
Me: As they continue to learn about how to accurately and honestly use the internet, I hope all of my students will learn to be good consumers of digital content and resources. They learn this through guided exposure to adn practice with learning and refining these skills.
9. “You can be serious without a suit” — Much of the traditional culture around schools is focused on obedience and formality. Students are told to sit quietly. Stay in your seat. Do your work without interruption. Don’t talk. Don’t share. You can do serious learning without school uniforms, straight desk rows and quiet classrooms. In fact, most students are wired for that kind of non-traditional learning!
Me: It is true that at this age, I do ask my students to skill often quietly and be attentive to the material being presented. I have classes of 28-30 learners with different skill sets, different levels of knowledge and different learning speeds. The need for someone to exercise self-control is not to curb creativity, but rather to give all classmates the space to learn and process.
Actually, I love a thought-provoking (if rabbit-holing) question from my students, I love a witty comment that may lead to laughter, and I enjoy the connected but perimeter conversations that build relationships with adn among my students. So, I create space to explore, access answers to questions, move about the classroom space, work in different settings , especially as the school year goes on, students build trust with me and effective and preferred learning styles emerge.